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Mark Twain: Religion and Rivers

Mark Twain: Final Research Paper

Megan Drake

AP English Literature and Composition

Ms. Wilson - Bell 4

 12 February 2014

I have read and understand the sections in the Student Handbook regarding Mason High School's Honesty/Cheating Policy. By affixing this statement to the title page of my paper, I am certifying that I have not cheated or plagiarized in the process of completing this assignment. If it is found that cheating and/or plagiarism did take place in the writing of this paper, I understand the possible consequences of the act, which could include a "0" on the paper, as well as an "F" as a final grade in the course. Drake 2
                         Winston Churchill once said claimed that criticism "fulfills the same function as pain in the human body. It calls attention to an unhealthy state of things." (Churchill). Similar to pain, criticism is also very common. Every genre of life is subject to the constant influx of opinions. One opinion, however, stands out when it comes to criticism; Mark Twain was one of society’s ultimate critics. His reproach was not about what people did, but why they did it. He explored the hypocrisy of American daily life and "civilized" society as he condemned ideologies such as imperialism, romanticism, racism, and blind obedience. Twain didn’t ordinarily write, word for word, what he believed about any of these topics however - there isn’t any book titled The Adventures of Ideologies I Despise. Instead, he employed satire to convey the ridiculousness of what culture deemed acceptable.  
                         One of the chief topics that Twain explored was the role of religion in society.
He didn’t necessarily criticize beliefs, but the way that organized religion functioned in everyday life. Throughout The Adventures of Tom Sawyer, and The Adventures of Huckleberry Finn, the boys were forced to attend church meetings, memorize scripture, and obey religious leaders. However,
through satire, religious allusions and metaphors, Twain is able to reveal that the boys learned the most about moral decisions and religious ideologies outside of society’s formal church setting.
                          On the 19th  century Mississippi River, attending church was part of what made one "sivilized." Nevertheless, the focus of the organized Christian religions wasn’t necessarily to understand Christ’s teachings and apply it to one’s life, but to be a part of the Christian culture uses an entire chapter to parody Romeo and Juliet, not only does his satirizing and mocking the play itself, but slipping in a few scenes to demonstrate how Christianity had become an "only on Sunday" kind of religion for many of the people in the 19th century. He writes, "The men took their guns along, so did Buck, and kept them between their knees or stood them handy against the wall. The Shepherdsons done the same. It was pretty ornery preaching—all about brotherly love, and such-like tiresomeness…but everybody said it was a good sermon, and they all talked it over going home, and had such a powerful lot to say about faith and good works and free grace and preforeordestination" (Twain 95-96). Although they attend church, the two families aren’t practicing what they preach. The entire sermon on brotherly kindness somehow did not apply to their daily lives or to their feud with their neighbors. By juxtaposing the violence of guns with the peaceful preaching on "faith and good works," Twain is able to utilize his satire to prove that their practices aren’t complying with "beliefs." Critiquing American Christianity, Twain explains, ‘If Christ were here now, there is one thing he would not be- a Christian.’" (Taylor 2). Christianity in the 19th century, along the Mississippi River context was no longer about practicing the doctrine they were being taught at church, but simply attending so that others could see you there. There was prestige held in being a "church-goer," but the religion itself didn’t extend far past the doors of the chapels. 
                       Many literary critics claim that "the gullible were prey to preachers and [Twain] used this point for comic effect in Huckleberry Finn" (Britton), but it wasn’t necessarily the corruption of religious leaders or what was preached that caused this "unhealthy" state of Christianity. The doctrine itself followed the bible closely; it was the church setting that prohibited true learning. The scriptures were the same as they had always been and the sermons didn’t differ too drastically from those of centuries past, but the members of the churches reacted differently to the preaching. Twain used his satire to depict how society was allowing religious traditions to replace faith and meaning. The traditions of Christianity – the rituals, the recitations, the readings – had become all that was left of the religion in both Huckleberry Finn and Tom Sawyer. Twain expressed "the need to rediscover religion in the debris of traditions passed off as Christianity" (Taylor 2). Society became so focused on the traditions of religion that they failed to practice the faith that went along with it. This is a problem seen time and time again in the bible itself, where the people would fall into focusing on the customs, and arguing about the nuances of the religious laws, that they would fail to follow the purpose behind them. Twain satirized the practices in order to depict the lack of faith in them, "’Now,’ said Joe, getting up, ‘you got to let me kill you. That's fair.’‘Why, I can't do that, it ain't in the book’" (Twain 89). Tom Sawyer’s obsession with living "by the book ," no matter what book it was, reflects society’s replacement of religion with tradition. It didn’t matter that if what the book said might be immoral, unjust, or unfair, it just had to be followed strictly. Tom echoes what his church had failed to instill in him: that going off "the books" wasn’t what religion was about.
                      Although the institution of a church is meant to teach religion and religious practices,Huckleberry Finn learns ethics, morals, and religious ideologies when he is outside of established religion and in "uncivilized" society. When Huck is faced with the dilemma to turn in Jim, the black slave, he finally decides to go against society and "take up wickedness again. I would go to work and steal Jim out of slavery again; and if I could think up anything worse, I would do that, too; because as long as I was in, and in for good, I might as well go the whole hog" (Twain 184). By having Huck condemn himself for making the moral decision to treat Jim as a human being, Twain satirizes society’s treatment of African American’s and racism. Christianity generally teaches that decisions based on incorrect morals lead to a form of Hell, but here, disregarding race and treating people equally is what is considered wrong. By abandoning what the Mississippi River Christians, Widow Douglas, and Miss Watson have taught him in his trip down the Mississippi River, Huck is finally able to form his own ethics that actually comply with Christian teachings. Here "Huck has made his first moral decision: he is not going to try to go to heaven if heaven is populated by representatives of conventional morality, such as Miss Watson" (Trites1). By separating the morals of the Mississippi River Christians from what is actually considered right or wrong, Huck is finally able to make decisions that follow the Christ-like teachings. Twain’s satirizes this heaven to represent a place that those who follow a conventional morality will go, instead of the actual Christian heaven depicted in the bible.
                       It isn’t just the Horatian satire that accomplishes the author’s purpose – Twain employs ongoing religious allusions and metaphors in order to depict where the spiritual growth is actually occurring. He constantly references the bible, to the point where his critics say "it seems that he had no other metaphors at his disposal" (Holland 2). In the book, The Liberal Imagination, Lionel Trilling addresses one of the ongoing conceits of The Adventures of Huckleberry Finn, as he writes, "’rivers are roads that move,’ and the movement of the road in its own mysterious life transmutes the primitive simplicity of the form" (Trilling). Biblically, a river, especially the Jordan River (King James Version, Matthew 3.6), can represent anything from purity, cleansing, a journey, or freedom, all of which are acts of progression. This river metaphor alludes to the same progression. Huck was finally "free again" as he "went a-sliding down the river" (Twain 29), and able to make that decision to forego what Miss Watson had tried to teach him about Christianity. He finally spiritually progresses on this river – it becomes a road to the discovery of his true moral character. Water itself is a biblical motif, referring to Christ as the "living water" (KJV, John 4.10), or one that will fulfill a thirst for knowledge, wisdom, and growth of faith. By setting The Adventures of Huckleberry Finn on this twisting, turning waterway, Twain is also able to depict the river as a source of spiritual life and growth, while contrasting it with the "the dry argument" (Twain 56) preached in their church. The biblical metaphor and illusion works as a structural foundation for
Huckleberry Finn, guiding the formation of the story as well as Huck’s theological development.
                       By depicting the "conventional moralities" as comical through his satire whilst filling his works with biblical allusions and metaphors, Mark Twain is able to demonstrate the flaws in society’s logic and criticize the "unhealthy state" of religious practices. Being "sivilized" does not necessarily make one a good person, but perhaps just one who follows society’s trends instead of standing up for moral beliefs. Not only were the boys unable to learn what was necessary for religious ripening inside the walls of a church, but they were better able understand their own beliefs and develop moral character in the least civilized of places.

Mark Twain's Satire and Religious Hypocrisy - Research Paper Outline

I.         Introduction:

a.        Lead Story: Capture your reader’s attention in a one or two paragraph lead story (narrative format).  This may include an example or exploration of your topic or author.  Somehow you must engage your audience in your topic or issue. 

America loves to criticize. It’s no secret – criticism is blatantly posted on every billboard, magazine cover, and website. What people wear, what people say, what people do; all are subject to the constant influx of opinions. One opinion, however, stands out when it comes to criticism. Mark Twain was one of society’s ultimate critics. His reproach was not about what people did, but why they did it. He explored the hypocrisy of American daily life and “civilized” society as he condemned ideologies such as imperialism, romanticism, racism, and blind obedience. However, Twain didn’t write books on the horrors of slavery or armies invading native lands through brute force. Instead, he employed satire to convey the ridiculousness of what culture deemed acceptable.

b.       Beyond the Lead Transition Paragraph:  Transition from your lead story into your Thesis Statement.

One of the major topics that Twain explored was the role of religion in society. He didn’t necessarily criticize beliefs, but the way that organized religion functioned in everyday life. Throughout The Adventures of Tom Sawyer, and The Adventures of Huckleberry Finn, the boys were forced to attend church meetings, memorize scripture, and obey religious leaders.

c.        Transition into your Thesis Statement:

However, through Horatian satire, Twain is able to reveal that the boys learned the most about moral decisions and religious ideologies outside of society’s formal church setting.

II.       Body Paragraph 1 (You can have more commentary/concrete details than what is shown here).

a.        Topic Sentence (State your Main Point):

On the 19^th century Mississippi River, attending church was part of what made one “civilized.” But the focus of the organized Christian religions wasn’t necessarily to understand Christ’s teachings and apply it to one’s life, but to be a part of the Christian culture and gain the respect of simply attending church.

b.       Commentary (to set up your Concrete Detail):

In The Adventures of Huckleberry Finn, Twain uses an entire chapter to parody Romeo and Juliet. Not only does his satire mock the play itself, but he slips in a few scenes to demonstrate how Christianity had become an “only on Sunday” kind of religion for many of the people in the 19^th century.

c.        Concrete Detail (to defend your Topic Sentence):

“The men took their guns along, so did Buck, and kept them between their knees or stood them handy against the wall.  The Shepherdsons done the same.  It was pretty ornery preaching—all about brotherly love, and such-like tiresomeness…but everybody said it was a good sermon, and they all talked it over going home, and had such a powerful lot to say about faith and good works and free grace and preforeordestination, and I don't know what all, that it did seem to me to be one of the roughest Sundays I had run across yet.” (Twain 95-96).

d.       Commentary (to analyze your previous Concrete Detail and introduce your next one):

Although they do attend church, the two families aren’t practicing what they preach. The entire sermon on brotherly kindness somehow did not apply to their daily lives, and in their feud with their neighbors. By juxtaposing the violence of guns with the peaceful preaching on “faith and good works,” Twain is able to utilize his satire to prove that their practices aren’t complying with “beliefs.”  

e.       Concrete Detail (to further defend your Topic Sentence and Commentary):

“Critiquing American Christianity, Twain explains, ‘If Christ were here now, there is one thing he would not be- a Christian.’” (Taylor 2).

f.         Commentary (to make sense of your entire paragraph and come back to your Main Point and Thesis):

Christianity in the 19^th century, along the Mississippi River context was no longer about practicing the doctrine they were being taught at church, but simply attending so that others could see you there. There was prestige held in being a “church-goer,” but the religion itself didn’t extend far past the doors of the chapels.

III.     Body Paragraph 2 (You can have more commentary/concrete details than what is shown here).

a.        Topic Sentence (State your Main Point):

Twain used his satire to depict how society was allowing religious traditions to replace faith and meaning.

b.       Commentary (to set up your Concrete Detail):

The traditions of Christianity – the rituals, the recitations, the readings – had become all that was left of the religion in both books.

c.        Concrete Detail (to defend your Topic Sentence):

“Twain expresses the need to rediscover religion in the debris of traditions passed off as Christianity” (Taylor 2).

d.       Commentary (to analyze your previous Concrete Detail and introduce your next one):

Society became so focused on the traditions of religion that they failed to practice the faith that came along with it. This is a problem seen time and time again in the bible itself, where the people would fall into focusing on the customs, and arguing about the nuances of the religious laws, that they would fail to follow the purpose behind them. Twain satirized the churches in order to depict the lack of religion in them.

e.       Concrete Detail (to further defend your Topic Sentence and Commentary):

“’Now,’ said Joe, getting up, ‘you got to let me kill you. That's fair.’

‘Why, I can't do that, it ain't in the book’” (Twain 89).

f.         Commentary (to make sense of your entire paragraph and come back to your Main Point and Thesis):

Tom Sawyer’s obsession with living “by the book,” no matter what book it was, reflects society’s replacement of religion with tradition. It didn’t matter that what the book said might be immoral, unjust, or unfair, it had to be followed strictly. Tom echoes what he had been taught in church – this is the way things are done in society, it doesn’t matter if they are ethical. 

V.       Body Paragraph 3 (You can have more commentary/concrete details than what is shown here).

a.        Topic Sentence (State your Main Point):

Although the institution of a church is meant to teach religion and religious practices, Huckleberry Finn learns ethics, morals, and religious ideologies when he is outside of established religion and in “uncivilized” society.

b.       Commentary (to set up your Concrete Detail):

When Huck is faced with the dilemma to turn in Jim, the black slave, he finally decides to go against society as he says, “

c.        Concrete Detail (to defend your Topic Sentence):     à will shorten quote

“It was awful thoughts and awful words, but they was said.  And I let them stay said; and never thought no more about reforming.  I shoved the whole thing out of my head, and said I would take up wickedness again, which was in my line, being brung up to it, and the other warn't.  And for a starter I would go to work and steal Jim out of slavery again; and if I could think up anything worse, I would do that, too; because as long as I was in, and in for good, I might as well go the whole hog.”

d.       Commentary (to analyze your previous Concrete Detail and introduce your next one):

By having Huck condemn himself for making the moral decision to treat Jim as a human being, Twain satirizes society’s treatment of African American’s and racism. Religion teaches that decisions based on incorrect morals lead to Hell, but here, disregarding race and treating people equally is what is considered wrong. By abandoning what his religious instructors, Widow Douglas, and Miss Watson have taught him in his trip down the Mississippi River, Huck is finally able to form his own ethics that actually comply with Christian teachings.

e.       Concrete Detail (to further defend your Topic Sentence and Commentary):

“Huck has made his first moral decision: he is not going to try to go to heaven if heaven is populated by representatives of conventional morality, such as Miss Watson” (1).

f.         Commentary (to make sense of your entire paragraph and come back to your Main Point and Thesis):

By separating the Mississippi River Christians from what is actually considered right or wrong, Huck is finally able to make decisions that follow the Christ-like teachings. Twain’s satirizes this heaven to represent a place that those who follow a conventional morality will go, instead of the actual Christian heaven.

VI.     Conclusion—you may briefly summarize for your reader, but be sure to extend your analysis and leave your reader with an intriguing concept that will leave him or her thinking about your topic. 

By depicting the “conventional moralities” as comical through his satire, Twain is able to show the flaws in society’s logic. Being “sivilized” does not necessarily make one a good person, but perhaps just one who follows society’s trends instead of standing up for moral beliefs. Not only were the boys able to learn more about religion outside of a church, but they were also able to better understand their place in society when they had abandoned it.

 *Probably going to completely change one of the paragraphs to a different topic sentence. And I know this needs a lot more depth, especially with identifying the religious allusions throughout the books and relating the theme of religion to the Mississippi River.

AP Open Prompt #1

The Adventures of Tom Sawyer

by Mark Twain

2008, Form B. In some works of literature, childhood and adolescence are portrayed as times graced by innocence and a sense of wonder; in other works, they are depicted as times of tribulation and terror. Focusing on a single novel or play, explain how its representation of childhood or adolescence shapes the meaning of the work as a whole.

In his book, The Adventures of Tom Sawyer, Mark Twain uses the immature context of Tom Sawyer’s childhood – the games, imagination and blamelessness – as a platform to address more mature topics of the boy’s world on the 19^th century Mississippi River.

Twain describes those who attempt to make the boys grow up and mature as oppressive through imagery; his view of childhood reflects one of freedom, away from the pressures of society. As Mary helps Tom get ready for church, she forced him into a bath and his Sunday attire, until he “looked exceedingly improved and uncomfortable” but “there was a restrain about whole clothes and cleanliness that galled him” (Twain 40). This sense of feeling – the uncomfortableness and restraint of his Sunday “best” - reflects the restraints being placed on Tom’s childhood. The physical imagery echoes the unspoken disturbance of freedom. Mary is forcing Tom into the mold society has created for him as an adult, clean and kept and stiff – yet he is still a child. His family forces him to Sunday school – “a place that Tom hated with his whole heart” (Twain 40), taking him away from the excitement, adventures and escapades that create the almost ideal American youth. By characterizing childhood as free and adulthood as constrictive, Twain is able to portray adulthood with a negative connotation, implying its negative ideologies and conventional beliefs.

            This negative portrayal of adults is partially why Mark Twain only followed the story of children. Their adventures contrasted with the racism, religious hypocrisy, and societal pressures more often found in adulthood. On the very last page of the book, Twain writes, “It being strictly a history of a boy, it must stop here; the story could not go much further without becoming the history of a man” (Twain 319). His use of juvenile context serves to satirize adulthood in a way that a more mature setting could not. 

“But the elastic heart of youth cannot be compressed into one constrained shape long at a time.” (Twain 84).

Tom Sawyer - Close Reading Text Analysis Chart #1

Prose Passage - Multiple Choice

The Adventures of Tom Sawyer - pages 194-195

In the fullness of time the interesting occasion arrived. At eight in the evening the schoolhouse was brilliantly lighted, and adorned with wreaths and festoons of foliage and flowers. The master sat throned in his great chair upon a raised platform, with his blackboard behind him. He was looking tolerably mellow. Three rows of benches on each side and six rows in front of him were occupied by the dignitaries of the town and by the parents of the pupils. To his left, back of the rows of citizens, was a spacious temporary platform upon which were seated the scholars who were to take part in the exercises of the evening; rows of small boys, washed and dressed to an intolerable state of discomfort; rows of gawky big boys; snowbanks of girls and young ladies clad in lawn and muslin and conspicuously conscious of their bare arms, their grandmothers' ancient trinkets, their bits of pink and blue ribbon and the flowers in their hair. All the rest of the house was filled with non-participating scholars.

The exercises began. A very little boy stood up and sheepishly recited, "You'd scarce expect one of my age to speak in public on the stage," etc. -- accompanying himself with the painfully exact and spasmodic gestures which a machine might have used -- supposing the machine to be a trifle out of order. But he got through safely, though cruelly scared, and got a fine round of applause when he made his manufactured bow and retired.

A little shamefaced girl lisped, "Mary had a little lamb," etc., performed a compassion-inspiring curtsy, got her meed of applause, and sat down flushed and happy.

Tom Sawyer stepped forward with conceited confidence and soared into the unquenchable and indestructible "Give me liberty or give me death" speech, with fine fury and frantic gesticulation, and broke down in the middle of it. A ghastly stage-fright seized him, his legs quaked under him and he was like to choke.

Answers: 1. d 2. c 3. a 4. b 5. d

Mark Twain - Close Reading Essay #1

In The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn, Mark Twain uses exaggerated diction and highlighted literary devices in order to emphasize the hypocrisy of society, addressing adult topics through immature prose.

Twain harnessed his diction to demonstrate the differences between society now and as it was before as he describes Tom stepping forward to recite his speech “with conceited confidence and soared into the unquenchable and indestructible” (Twain 195). The speech was no longer just words droning out of yet another student’s mouth, it was a weighty act, exaggerated to the point of heroism. The word “soared” implies larger-than-life action, and the words “unquenchable” and “indestructible” seem almost sarcastic in Twain’s writing as he hyperbolizes the feat with words that would be used to describe a legendary battle, not a schoolboy’s recitation. Mark Twain juxtaposes the important with the unimportant - the girl’s shallow attempts at speeches with Patrick Henry’s “Give me liberty or give me death” speech – to indicate how irrationally society is spending their time.

The author also employs alliteration and metaphors, amplifying the description to the exaggerated level of Tom Sawyer’s and Huckleberry Finn’s fantasies, while subtly criticizing the social order’s disorder. He describes a fellow classmate’s reading, “…accompanying himself with the painfully exact and spasmodic gestures which a machine might have used – supposing the machine to be a trifle out of order” (Twain 195). By comparing the boy to an out-of-order machine, Twain satirically describes the presentations the students were forced to make in the school, perhaps emulating what society is trying to turn their children into. He describes the institute itself, “…the schoolhouse was brilliantly lighted, and adorned with wreaths and festoons of foliage and flowers” (Twain 194). Not only does the alliteration extenuate the decoration and amplify the splendor, it also incorporates their American schoolboy, Mississippi River dialect through the word “lighted.” Grammatically, the sentence should read “the schoolhouse was brilliantly lit,” but the boys slang alters this sentence into their own vernacular and makes the sentence their own, instead of just the author’s third person perspective. Ironically, society has spent all this time and effort decorating the school to celebrate the education of their children, but the sentence itself shows how effective their “throned” schoolmaster is (Twain 194).

Twain may appear to just address the entertaining, vivacious lives of the two boys, but he satirically takes on the subject of society’s hypocritical behavior throughout the pieces. Even if though it’s through the lens of an adventurous boy’s world, Twain is able to convey the injustice and insincerity of their culture, criticizing their reaction to the guilty, their “orderly” disorder, and their perception of right and wrong.

Huckleberry Finn - Close Reading Text Analysis Chart #2

Poetry Essay - Multiple Choice

Some Keep the Sabbath Going to Church

by Emily Dickinson

Some keep the Sabbath going to Church -

I keep it, staying at Home - 

With a Bobolink for a Chorister - 

And an Orchard, for a Dome - 

Some keep the Sabbath in Surplice - 

I, just wear my Wings - 

And instead of tolling the Bell, for Church, 

Our little Sexton - sings.

God preaches, a noted Clergyman - 

And the sermon is never long

So instead of getting to Heaven, at last - 

I'm going, all along.

Answers: 1.b 2. a 3. c 4. b 5. c

Poetry Essay #2 - The Prayer of Cyrus Brown

Megan Drake

AP English Literature and Composition

Wilson – Bell 4

10 February, 2014

Poetry Essay #2

The Prayer of Cyrus Brown

By Sam Walter Foss

            In his poem The Prayer of Cyrus Brown, Sam Walter Foss uses culturally specific diction to depict how society has turned religion into a culture instead of a faith. Similar to a theme in The Adventures of Huckleberry Finn and The Adventures of Tom Sawyer by Mark Twain, true spiritual and moral growth occurred outside of the rules and regulations of “civilized” religion and society.

            Not only does Mark Twain depict nature as a place where true, strong character is developed, but he also expresses the idea that organized church and religion thwarts this development in the 19^th century Mississippi River culture. Similarly expressed in Foss’ poem, “Deacon Lemuel Keyes” describes “the only proper attitude” to pray (Foss 2-3). The use of the Christian title, “Deacon,” - obviously elevating the social standing of Lemuel Keyes - serves to separate the average Christian from the religious teacher. This separation creates a barrier between the religious leaders and the members of the religion, perhaps limiting the actual teaching and learning that should occur. A closer relationship is required for closer understanding of the principles being taught. This hierarchy in the church, formed through the use of titles like “Deacon,” “Reverend Dr. Wise,” or “Elder Snow,”  allowed Foss to portray this form of Christianity as more of a culture than a faith-filled religion. This is also seen in The Adventures of Tom Sawyer as the congregation settled into the pews and Twain lists the order of those filing up the aisles, “the mayor and his wife,” later, the “justice of the peace,” and the “belle of the village” all entering before the average members. These echelons also function to shift the focus away from morals and strong character building – especially the idea of equality.

            Foss uses this culturally specific dialect of the highly-educated preachers and pastors in contrast with the speech of Cyrus Brown to exemplify that religious leaders were replacing true religious practices with traditions and customs. Also seen in the deacon’s declaration of “the only proper attitude to pray” (Foss 3) is the focus on how religion is practiced – not why it is practiced or even the purpose it serves for its followers. This focus, as various religious leaders argue back and forth about whether prayer should be “with eyes fast closed” (Foss 11) or “rapt and upturned eyes” (Foss 8), exemplifies the frivolous discussion taking the place of true moral discussion and learning. The elevated diction demonstrates a single-mindedness for the details, like one’s posture while praying, and a failure to find meaning in the practice. In contrast, Cyrus Brown’s speech reflects less education through the “prayingest prayer [he] ever prayed” (Foss 23), yet only Cyrus is able to eradicate the empty dialogue with an actual, biblical meaning of prayer – the idea of communicating with one’s maker, despite his incorrect grammar. Twain expresses this idea as well as he commentates on the church service in The Adventures of Tom Sawyer as he writes, “Often, the less there is to justify a traditional custom the harder it is to get rid of it” (Twain 53).

            Both Twain and Foss were able to identify the insincerity in organized religion and a lack of focus on Christ in Christianity. This problem permeates through the bible itself as the Pharisees and Sadducees dispute with the apostles about the details of practices until Christ himself says, “Thus have ye made the commandments of God of none effect by your tradition” (King James Version, Matthew 15.6). The culturally specific diction of the two authors diagnosed Christianity with this social epidemic that invaded religion, and depict the shift from faith to form.  

Poetry Essay #1 - Some Keep the Sabbath Going to Church by Emily Dickinson

Megan Drake
AP English and Literature
Wilson – Bell 4
February 10th, 2014
Poetry Essay #1
Some Keep the Sabbath Going to Church by Emily Dickinson

In her poem, “Some Keep the Sabbath Going to Church,” Emily Dickinson employs a compare and contrast structure and pastoral diction to exemplify how religion is more than just going to church on Sundays, and that true spiritual growth occurs outside the walls of the very institution meant to do so. This is similar to a major theme in The Adventures of Huckleberry Finn and The Adventures of Tom Sawyer, where Mark Twain satirizes the way Christianity was practiced in 19th century Mississippi churches.

Dickinson primarily utilizes the compare and contrast structure to separate herself from the average “church-goer” and exemplify the problems in traditional church attendance. Already, in the first few lines, Dickinson establishes the difference between her and other religious practitioners as she writes, “Some keep the Sabbath going to Church/I keep it, staying at Home” (Dickinson 1-2). By separating the two lines, Emily Dickinson further separates the two different forms of worship, condescending the others through her negative connotation applied to the word “some.” She continues this structure in the second stanza as she writes, “Some keep the Sabbath in Surplice/I, just wear my Wings” (Dickinson 5-6). The parallelism of the two stanzas continues to detach Dickinson from other church-goers, maintaining differences in every aspect of worship – in dress, in location, in song, etc. Her alliteration of the “s” here serves to elevate the church-goers practice to a prideful, superficial level by accentuating their attire, in contrast to the simplicity of her Wings, capitalized to imply angelic importance without showiness. This reflects the required attire for church in Mark Twain’s books - the Sunday best meant more for others attending than for God and worshipful purposes. The wings also introduce the reader to her pastoral imagery and diction of nature, whilst contrasting with the “civilized” institution of religion with the natural chapel she has created for herself.

Dickinson employs this pastoral diction in her poem to convey that true spiritual and moral growth occurs in nature, not just outside of a church. One of the main references Dickinson makes to nature is that of a bird, biblically a symbol of peace, freedom, deity itself, or care. Instead of using a biblically more common dove as her bird of choice, however, Dickinson uses a “Bobolink for a Chorister” (Dickinson 3). According to the Cornell Lab of Ornithology, a Bobolink is a North American bird that seems to wear a “tuxedo backwards” (Cornell 1), which is the opposite pattern of most North American birds, reflecting the polar views Dickinson describes about participating in religion, when compared to the average 19th century Christian in The Adventures of Huckleberry Finn and Tom Sawyer. Dickinson also describes an orchard as her chapel. This pastoral diction exemplifies that her worship took place outdoors, and that she was able to connect with God better outside of the confining walls of organized religion, similar to Huck Finn finally making his first moral decisions when he was out on the Mississippi River, away from the traditions and practices of church. She continues, “God preaches, a noted Clergyman –/And the sermon is never long” (Dickinson 9-10). The idea of removing all the steps between herself and God, like the preacher, implies that conventional practices are more of conventional restraints on her moral growth. Walls, ceilings, preachers, choristers – all are hindering blocks to Emily Dickinson when it comes to religion, serving to separate her further from God than bring her closer.

Rough Rough Rough Conclusion: As her final lines, she writes, “So instead of getting to Heaven, at last –/I’m going, all along.” (Dickinson 12). Her tone criticizes those that don’t practice religion outside of attending church on Sundays.

Research Paper Proposal

Research Paper Proposal

Topic: Mark Twain

Proposal: The hypocrisy of society’s beliefs on religion and race through satire in The Adventures of Tom Sawyer, and The Adventures of Huckleberry Finn

          In this research proposal, I want to explore how Mark Twain uses his satire to get a point across in his books “The Adventures of Tom Sawyer, and The Adventures of Huckleberry Finn. Satire is generally used to depict the problems in society without actually saying “This is the problem with society,” and this seems prominent in the first book with Tom Sawyer as the protagonist. It appears to be a book solely about the adventures of a boy, but, underlying the fun and the quests is Mark Twain voicing that not all of Tom’s ways of thinking are correct. However, it isn’t easy to see Tom Sawyer as a privileged white boy who has fun at everyone else’s expense, because Tom’s audience has fallen so in love with him. Mark Twain switches his protagonist in the sequel, and, as Olivier Nyirubugara says when he explored the themes of the two novels, he “needed a profane, less cultured, uneducated, powerless, natural and honest twelve-year-old boy” to objectively observe and criticize society (Nyirubugara 1.1). Gary Scharnhorst also explored the different topics Mark Twain criticized, and declared racism, imperialism, and especially religion as his favorite subjects to discuss society’s hypocrisy with. However, the way Twain does this between his two novels shifts, he approaches the two novels through two conflicting eyes – the first boy vivaciously adhering to the rules he finds in romance novels and superstitions, and the second boy much more free from society’s “wisdom,” and capable of learning truth, even if it goes around what his culture has deemed acceptable, moral, or correct. By harnessing his comedic criticism in these two different ways on the topics of race and religion, and placing today’s unacceptable behaviors in acceptable context, Twain is able to suggest that society turns a blind eye to its own problems but is ready and willing to condemn other’s.

Preliminary Bibliography:
Depalma, Anthony. "A Scholar Finds Huck Finn's Voice in Twain's Writing About a Black      Youth."The New York Times. The New York Times, 07 July 1992. Web. 14 Jan. 2014.

McGraw-Hill. "Study Guide for The Adventures of Tom Sawyer." Glencoe.com. The Glencoe Literature Library, n.d. Web. 28 Jan. 2014.

Mintz, Steven. "Rethinking Huck." The Gilder Lehrman Institute of American History, n.d. Web. 14 Jan. 2014.

Nyirubugara, Olivier, and Brian Lloyd Davies. "Mark Twain's Satirical Approach to Mid-19th Century American Society." Olny.nl. University of Bangui, 2000-2001. Web. 28 Jan. 2014.

Reed, Ishmael. "Harvard University Press Blog." Harvard University Press. Harvard University, 10 Jan. 2011. Web. 14 Jan. 2014. . Weiss, Sasha. "The Paris Review Perspective." Literary Reference Center. EBSCO, 2011. Web. 14 Jan. 2014.

Scharnhorst, Gary, Dr. "Mark Twain's Relevance Today." Occasional Papers. ZUSAS, 2011. Web. 28 Jan. 2014.

Wolff, Cynthia G. "The Adventures of Tom Sawyer: A Nightmare Vision of American Boyhood." Literary Reference Center. EBSCO, 1980. Web. 14 Jan. 2014. .